Local 4 Global

Reading International Solidarity Centre
Global Schools: the dissemination of good practice (stage 2)

Draft self-evaluation criteria. (Word 74kb) Comments welcome by June 2008, please.
Send to Barbara or Liz at RISC.

RISC's work with Global Schools in Berkshire and Oxfordshire is moving into its second stage, with a focus on the dissemination of learning from the project and examples of good practice. A dissemination strategy has been developed with the Head Teachers of the four Global Primary Schools.

The schools are currently gathering examples of pupil's work, hosting visits,
offering training and providing materials for online dissemination.

Online, this will take the form of

1. Head Teachers providing a description of the impact of the project on their whole school. These overviews will incorporate the views of staff, governors, pupils and parents. See SS Mary and John, Clanfield and Redlands.

2.Teachers providing case studies relating to changes in practice in a range of curriculum areas and year groups. These case studies will

• include lesson plans and examples of children's work
• show how the Global Dimension was effectively delivered within the National Curriculum
• explore the controversial issues or negative stereotypes which might arise and show how they can be addressed

Cooperative activity: weaving with carrier bags inspired by Kente Cloth from Ghana

Further dissemination is now taking place through:

Local Authority conferences, where Global Schools Head Teachers and members of RISC's Education Team jointly present the project to teachers from across the LA, then deliver a series of workshops focusing on how Global Schools have embedded the Global Dimension across the curriculum.

ITE, where Global Schools teachers and members of the RISC Education Team deliver a workshop to PGCE or BEd students exploring Global Citizenship and ways in which Global Schools have embedded the Global Dimension in different curriculum areas.

May 2007, upated April 2008

Global Schools (stage 1)
RISC is working in partnership with six schools, over four years, to develop a network of centres across Berkshire and Oxfordshire for the development and dissemination of good practice in Global Citizenship, as defined by Oxfam (1997, 2006), and to develop a model of whole school delivery.

The Partners
These are four primary schools: two in Berkshire and two in Oxfordshire, and two secondary schools: one in Berkshire and one in Oxfordshire. We have sought to ensure a balance between urban, multi-racial and rural mainly white schools.

Measuring Change
A baseline audit of knowledge and attitudes has been developed and piloted with teachers. This audit has been conducted with children in Years 2, 4 and 6 at all the primary schools, and with year 7 children at the secondary schools. The results from the audits are analysed and used to inform curriculum planning within each school. The mid-project audits are scheduled to take place in the summer and autumn terms of 2006, and the final audits 2 years later. Results will be compared with the baseline audits to monitor and evaluate the effectiveness of the project. Other methods used for gathering evidence include interviews, assembly and lesson observations, library audits and a photographic record of displays.

Achieving Change
An audit of staff training needs has been conducted, and a training programme planned. This programme offers a whole staff training day for each school followed by a sequence of days for whole staff in Maths & Science (Oct 05) and Literacy & Oracy (Oct 06) and for subject leaders in Design & Technology (Feb 05) and Art & Design (June 06). Training for Teaching Assistants has been identified as an important component of the programme.Resource support is provided through raising awareness of existing materials which support the inclusion of Global Citizenship across the curriculum (a number of NGOs have provided free materials to the schools).

Sustaining Change
Ensuring Global Citizenship is written into school policies is considered vitally important by the participating schools, a mark of the importance they believe the work is due. Inclusion in the School Development Plan is guaranteeing Global Citizenship a priority status by all within the school community, and at an individual level some teachers’ Performance Management Targets include the delivery of Global Citizenship.Local linking has grown in importance, both in its own right, and as a means of developing good practice in relation to global partnerships.Communication with the whole school community – governors, parents and the wider community is seen as essential to the successful development of a Global School.

Dissemination
A dissemination strategy has yet to be developed but will includeschool open days, teaching demonstration lessons, hosting visitors from OFSTED, researchers, DE providers etc, contributing to or running CPD, providing examples of work for display at courses or conferences, contributing to courses or conferences and writing papers for conference proceedings, providing examples of work for websites, providing examples of work for other professionals, giving advice or information by phone or email. Dissemination activities will be organised in conjunction with LEA advisors. International dissemination through potential EU funding.

Reading International Solidarity Centre (RISC) April 2006

<< Back to RISC